Accelerating Online Discourse via 3D Online Learning Environments

Accelerating Online Discourse via 3D Online Learning Environments
James G Jones*
University of North Texas
1 Introduction.
2 3D Online Learning Environments
Over the last few years the technical entry barriers for students to
use 3D online learning environments (Internet, Computer
Performance, and Graphics Adapter) have been removed to the
extent that deployment now makes economical and instructional
sense [Jones 2004b]. However, wide scale deployment of such
virtual teaching spaces face new barriers. One of the most
profound is the perception that 3D belongs to the world of online
gaming [Lombardi and McCahill 2004]. Additional barriers
include cost of content development, content migration to new
systems in the future, and establishing new paradigms for course
delivery that allow for both behaviorist and constructivists
pedagogy [Jones 2004a].
3D online learning environments provide a way to create Internet
resources that are stimulating, appealing, easy to use, and
educationally sound, without the need to develop highly elaborate
technical skills [University of Sheffield 2004]. These
environments are commonly seen implemented in computer
games where they are called MMOGs (Massively Multiplayer
Online Game), MMOPWs, or MMORPGs [Kent 2003]. In
education they are termed 3D MOOs (Multiser Object
Orientated), MUVEs (Multiuser Virtual Environments), or 3D
online learning environments. The commonality between all
these approaches is they create a context/scaffolding for
interaction using 3D presentations to engage and/or immerse the
student into a situation for learning (situated learning) or
entertainment. These new interfaces have strong ties to their textbased cousins, dating back to the 1980’s [Holmevik and Haynes
2000], but now provide highly collaborative, immersive
environments that promote interactions among students and with
the instructor. As computer performance on low-cost personal
computers increases, these types of systems allow teachers to
provide students with unique online collaborative learning
opportunities in the areas of language, science, computer graphics,
and other fields [Chen et al. 2004; Jones 2003]. An online 3D
virtual environment supporting text, audio, and overheads allows
for immersive environments to be created so that the students and
instructors can interact as if they were at the University. Figure 1
shows a captured screen image of the environment we are using at
the University of North Texas.
For those of us writing various papers about 3D online learning
environments and it potential in education, we can envision a
future that contains large-scale environments, where thousands if
not hundreds of thousands of students create their own content
and participate in social and learning groups. The problem is that
today few universities and schools are ready or prepared to
change from their current educational approaches to a massively
interactive online approach. Schools are interested in this
technology, but are looking for something that is smaller in scope,
less-expensive to install and maintain, holds little risk during early
trials, and is used initially in a supplemental role with their
existing investments in web-based course systems. In research
conducted between 2002 and 2004 that examined the issues and
concerns of directors of post-secondary distributed learning
programs concerning online methods and technologies the
directors indicated that speed of adoption was slow for new
technologies because of issues related to how to integrate new
technology with existing deployments and the cost of content
migration for already invested materials [Jones in press]. This
might explain why only 6% of the 316 schools participating in the
study indicated that a the institutional level they used some type
of text-based MOO/MUD. At the time of the study, none of the
participating schools used a more modern 3D interface. Early
adopters of 3D online approaches are not found at the institutional
level, but at the department and program levels.
With these issues in mind, this paper will discuss the use of a 3D
online learning environment being used at the University of North
Texas and how it is extending and enhancing established webbased and blended courses. The most notable fact is that webbased courses that use the 3D online system tend to have
accelerated and prolonged discourse over the semester. The
research presented in this paper is part of a larger research work
focused on discourse and cognitive scaffolding for online
interactions.
* e-mail: [email protected]
Figure 1 - Example of a University Environment.
Students at remote sites assume control of a representation of
themselves, also called an avatar, in a shared created environment
such as a school building, park, or any other space. The virtualspace is segmented into conversation areas (portals) so that
learners can easily move their avatars to areas for small group or
private discussions.
Students and teachers, when interacting with each other within the
3D online learning environment, frequently comment that they
feel more engaged. The engagement in the environment is a
natural outcome from the user interface. The student has to take
control in order to interact and move in the environment. This
interaction leads to immersion in the environment [Jenson 2002].
The MUVEES Project found that students using 3D environments
had high levels of motivation, increased interactions, and
improved academic efficacy [MUVEES Project 2003]. The
spontaneous exploration feature of the 3D online learning
environment can be harnessed to better implement underutilized
forms of pedagogical practice and perhaps to create new forms of
teaching/learning. Research conducted at the University of North
Texas in 2003 showed that students had the same satisfaction and
attitudes towards using the 3D online learning environment as
compared to the same course taught in a traditional face-to-face
manner [Jones et al. in press].
The modes available in the system that University of North Texas
uses are text, audio, overheads, whiteboard, etc. Students and
instructors use different modes depending on their needs.
Students who are uncomfortable speaking, can use the text-based
chat for voicing their questions in a course. The instructor can use
the audio chat mode in order to provide more information than
they can easily type in. Multi-modal interactions allow the system
to utilize more than one mode over time to ensure that students
with different learning styles are effectively reached.
A 3D rendered environment is highly bandwidth efficient and can
provide communications to the lowest speed users (dialup). This
is possible, because the learning environment is rendered and not
retransmitted, the initial bandwidth is minimum and can easily
support those without access to faster Internet connection as
discussed earlier. Fast performance over thin-client Internet
connection is ensured by small file sizes, delivery of just-in-time
information, and incremental rendering that only request and then
renders active visible areas on the user’s screen [Jones et al.
2002]. This is a very important issue for those facing the digital
divide in rural and urban settings [Benton Foundation n.d.]. A
majority of homes and users in the United States today still do not
have access to broadband Internet, with these types of connections
(i.e. cable modem or DSL) either hard to get or cost-prohibitive
for many rural and inner-city students [FCC 2003; Jones 2001].
By supporting dial-up Internet users, the 3D system supports the
same target bandwidth group that web-based course approaches
aim to provide for.
3 Time Required to Develop Online Text-Based
Discourse
Numerous research papers have been written concerning the use
of e-mail and message boards to support course delivery and
community building. Comparisons between free form, mediated,
structured, facilitated, and other types of discourses approaches
have been written about. The focus of many of these studies has
been to examine how text-based discourse can be improved.
While video conferencing and other forms of high-bandwidth
technology have widened the palette of communications options
for distributed learning, text-based tools remain the lowest
common denominator for a diversely Internet connected student
population. This is seen by the fact that over 90% of postsecondary institutions that participated in a research study
between 2002 and 2004 reported that e-mail was their primary
course communications method, followed closely behind with
web pages and web-based message boards at over 80%. High
bandwidth systems like video conferencing were only reported
being used by 62% of the responding schools [Jones in press].
The one pattern of interest that has emerged from the various
studies is that the more message exchanges that can happen over a
prolonged period of time by the participants, the better chance the
participants have of attaining meaningful discourse. The author,
in his dissertation research found that participants in a facilitated
message process focused on a curricula topic took between 10 and
18 weeks to reach a sustained, high level discourse when using
text-based e-mail. The participants only communicated via e-mail
and never used alternate communications, like telephone, face-toface meetings, and the like. Even with facilitation and structuring
the initial discussion to help form successful discourse, only
teams that maintained prolonged communication over ten weeks
reached meaningful discourse [Jones 2001]. Ten weeks is the
better part of most school’s long semesters.
4 Accelerated Discourse via Scaffolding
The question becomes, how can we accelerate the discourse such
that students taking online courses with text-based
communications as the primary mode of interaction reach
meaningful discourse in the first month of a class. The answer
can be seen in the increasing number of blended or hybrid classes
being offered. The term blended learning describes a course in
which a mixture of face-to-face and online instruction is used
[University of North Texas Center for Distributed Learning 2005].
The purpose of these face-to-face meetings is to allow denser
communications initially in the face-to-face meetings that give the
students and instructors the opportunity to build discourse and
cognitive scaffolding, with the results being accelerated discourse.
I began using a 3D online learning environment at UNT for
course delivery during the fall of 2003. Since then I have taught
courses using our university web-based course delivery system,
blended courses with face-to-face classroom time, and blended
courses using the 3D online learning environment.
Figure 2 compares the e-mail exchange rate by week between five
Computer Education and Cognitive Systems courses I taught
between 2003 and 2004 that used the same pattern of e-mail
exchanges for course discussion and student interchanges. CECS
5100.010 was taught during the fall semester of 2004. CECS
5100.030 was taught during the fall semester of 2003. Both
courses used text-based communications (e-mail) along with
approximately bi-weekly meetings using the 3D online learning
environment. The course is a master class focused on
programming for educators. CECS 6210.030 was a doctoral
course during the fall of 2003 covering theories of interactive
multimedia and was taught as a blended course with a face-to-face
meeting every other week. CECS 5400.883 and CECS 5400.884
were masters courses on educational telecommunications that
were delivered only on the campus web-based course delivery
system during 2004.
What we are surmising from this data is that students have more
meaningful online discourse when involved with a blended course
because of discourse/cognitive scaffolding. When students and
their instructor have a visual or perceived environment or
Figure 2 - email exchanges between courses by week
structure for communication, trust and sharing is more easily
accomplished that results in more frequent exchanges earlier in
the semester and that appears to generate higher-order discourse.
We are looking at doing discourse analysis [Harris and Jones
1995, April; Harris and Jones 1999] on this data to determine the
depth and message flow of the discourse in order to build a clearer
understanding of the communications .
As was discussed earlier, e-mail only communications requires
prolonged and frequent exchanges before the participants feel that
they have reached a high level of discourse. Blended courses are
providing more feedback and structure that then allows discourse
to grow in a faster manner.
As can be seen, the courses that used the 3D online learning
environment (5100.010 and .030) had accelerated discourse
within the first month as compared to the web-based non-blended
courses. The course that meet every other week had improved
discourse, but we believe it was not as significant as the courses
using the 3D online software because of the more frequent faceto-face meetings being used for high-level discussion.
5 Conclusion
The patterns of accelerated exchanges among students when using
a 3D online learning system is very promising. The 3D online
learning environment for the two courses showed that students
tended to communicate more frequently early in the semester
using e-mail as compared to the face-to-face or web-based
courses. We believe that similar systems capable of providing
the same types of interactive fidelity to the 3D online learning
system (i.e. video) will produce the similar results. The reason for
using the 3D online learning environment over other approaches
is bandwidth considerations (support dialup and broadband user a
like) and the ability to scale into every home that has an Internet
connection, a half-decent computer, and a 1999 or older graphics
adapter.
As discussed in the introduction, this study shows a use case that
most schools using web-based course delivery could benefit from
today. The system being implemented for the blended courses
using a 3D online learning environment cost less than $5000 to
get operational (software and hardware) and used a single
environmental space that a graduate student built over two days.
This research shows that a small implementation can produce
important outcomes for student discourse and previous research
on this same system has shown important outcomes for student
satisfaction and attitudes when taking online courses [Jones et al.
2004]
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